(1978). The Education of Migrant Workers and their Families. Case Studies Undertaken for the National Commissions of Finland, France, Sweden, Yugoslavia. UNESCO Educational Studies and Documents No 27. The report consists of four case studies which show the extent and importance of the problem of education of migrant workers and their families as seen by Finland, France, Sweden, and Yugoslavia. Dealing mainly with the education of second generation Finnish workers in Sweden, the first study addresses the teaching of the mother tongue and the host language in the context of the migrant family's socio-cultural situation. Trends in the socio-educational situation of migrants in France are discussed in the second study; some activities selected, either because they have been undertaken on a large scale or because of their experimental character and the results' qualitative value are analyzed. Topic of the third study is the different arrangements for teaching the immigrants' mother tongue in the Swedish schools. The last study discusses the socio-educational position of migrant workers in receiving countries, and what Yugoslavia is doing, both at home and abroad, to train its migrant…
(1971). An Effectiveness Study of English as a Second Language (ESL) and Chinese Bilingual Methods. This study investigates which teaching style-Chinese bilingual or English as a second language–leads to greater oral English maturity and how useful the Chinese language is in helping a non-English-speaking Chinese person learn oral English. In the English-as-a-second-language method, the student's native language is used sparingly to avoid linguistic interference. Audiolingual means are used to internatlize grammatical structures. The Chinese bilingual style uses Chinese to teach English and combines techniques from other methods. Details of the study are reported; statistical ratings of oral language maturity and language skills are presented. Recommendations, topics for further study, and a bibliography are included. (VM)… [PDF]
(2005). Title V, Part A Summary Report: 2004-2005. Publication Number 04.06. Online Submission This report summarizes evaluation results for AISD's federally-funded Title V, Part A innovative program activities for the 2004-2005 school year…. [PDF]
(1997). The Education of Hispanics in Early Childhood: Of Roots and Wings. Young Children, v52 n3 p5-14 Mar. Notes the challenges posed by cultural diversity in the United States. Presents a demographic assessment of factors relating to the schooling of culturally diverse populations, analysis of challenges associated with the growing number of language-minority students who are Hispanic, and conceptual and empirical perspectives precipitating a more informed approach to the education of Hispanics in early childhood. (TJQ)…
(1995). A Research Note on a Deviant Case: The Majority Enrollment of Full-Time Students at HCCC. Data Report No. 95.03. Since the fall of 1979, over 50% of the student population at Hudson County Community College (HCCC), in New Jersey, has attended on a full-time basis, with 62% of fall 1994 students attending full-time. This characteristic makes HCCC a deviant case among community colleges where the nationwide average of full-time enrollment status is only 36%. A comparison of characteristics for HCCC's part- and full-time students for fall 1994 indicated that there were no significant differences in gender, that Hispanic students were more likely than white students to enroll full-time, and that as student age increased the percentage of full-time students decreased. The fact that 70% of the Hispanic students were attending full-time suggests that enrollment in English as a Second Language (ESL) and bilingual courses may play a role in the college's high full-time percentages. Hispanic students accounted for 47% of HCCC's total fall 1994 enrollment and represented 80% of students enrolled in… [PDF]
(1996). Adelante con Ganas!: A Title VII Transitional Bilingual Program in Burbank Middle School 1993-96. Research Report on Educational Grants. "Adelante…con Ganas!" (Forward…with Enthusiasm) was a 3-year transitional bilingual program implemented at Burbank Middle School in the Houston Independent School District (Texas). The program consisted of three levels of bilingual instruction, from preliterate through intermediate, in which students were placed following state and district guidelines. Instruction in this program was designed for students with little or no English facility, including limited English proficient students with little or no formal schooling. An evaluation involved analysis of 3 years of program data regarding students' standardized test scores, staff surveys, parent surveys, student surveys, and class observations. The findings indicate that 269 students enrolled in the program in the 3 years. Students in the program made significant progress in mathematics and Spanish reading. At the end of the first year of instruction, English oral proficiency of students was still at the…
(1992). A Case Study of Parent Involvement in the Homes of Three Puerto Rican Kindergartners. This paper describes three case studies of interactions between mothers and their kindergarten children. Mothers and children were of Puerto Rican descent and lived in a midwestern city. Children were bilingual, but used English more competently than Spanish. During the children's kindergarten year, researchers observed mother-child interactions in the home. Observations were also conducted in the children's classrooms. Verbal interactions in the home were recorded and the recordings transcribed. Two interaction types, instructional and informal, based on whether the mother played the role of a teacher, were identified from the transcripts. A total of 49 percent of verbal utterances had an instructional intent, and 51 percent were informal. Interactions between the children and their mothers are described, and transcriptions of some verbal exchanges are provided. Interactions between the children and their teachers are also described. These studies imply that teachers should: (1)…
(1992). Students' Perceptions of the Classroom Climate: A Descriptive Research Study. This study examined the attitudes of fifth and sixth grade students from Chicago (Illinois) toward classroom climate in an effort to better understand factors that would encourage greater self-concept, higher achievement, and student and teacher behaviors. The study population included 185 fifth and sixth grade students attending the Philip Sheridan Elementary School in Chicago. The students were from low-income families in an area of depleted jobs and much gang activity. The students were African American and Hispanic American, and 50 students were in Spanish/English bilingual classrooms with a bilingual teacher. The 60-item Classroom Climate Checklist (CCC) was administered to students over a 2-day period. A short oral explanation was given by the researcher, and the CCC was administered and collected immediately on completion. Findings indicate that of the three items rated as strong positive aspects of classroom climate, two are teacher-directed or teacher-caused: the teacher… [PDF]
(1983). South Shore High School. Project VIBES. O.E.E. Evaluation Report, 1981-1982. In 1981-82, Project VIBES at South Shore High School in Brooklyn, New York, provided instruction in English as a second language (ESL) and French language arts, and bilingual mathematics, social studies, and science for Haitian high school students of limited English proficiency. The project also conducted classes in ESL, Hebrew, and Spanish language arts; and environmental science (taught in English, but geared to the needs of students with limited English proficiency) for Israeli and Hispanic participants. The report describes the project content, participants, instructional component, noninstructional activities (support services, curriculum development, and staff development), and evaluation. Evaluation findings indicate that: (1) achievement gains in English syntax were below the criterion objective; (2) passing rates in mathematics, science, and social studies were above 70 percent; (3) passing rates in native language arts were 80 percent or better (except for a 60 percent… [PDF]
(1987). The Special Student. English in Texas, v18 n3 Spr. The challenges and rewards of dealing with the many types of students that can be found in today's English classrooms–gifted, handicapped, learning disabled, second language learners–are addressed in this focused journal issue. The titles of the articles and their authors are as follows: (1) \Help Me Help You\ (L. Quitman Troika); (2) \Students with Learning Difficulties in the English Classroom\ (J. M. Kanning); (3) \What's Dyslexia? Texas Teachers' Dilemma\ (E. B. Osburn, S. G. Cohen, and P. Swicegood); (4) \Encouraging Process over Product: Writing with Second Language Learners\ (N. L. Hadaway and V. F. Tishe); (5) \How to Work with Language-Different Children in a Regular Classroom\ (A. H. Cashman); (6) \France and America Meet at the Lectern: An Experiment in Team Teaching\ (R. A. Mottram and M. Schock); (7) \The Handicapable Kid: A Catalyst for Growth\ (H. Skrovan); (8) \Closed Faces\ (J. Carlile); (9) \The Final Conference\ (L. D. Evans); (10) \'Gifted' Low Achievers\ (L….
(1986). Procedure for Establishing a Cut-Off Score for Determining Limited English Proficiency among Severely and Profoundly Handicapped Students. A 5-item rating scale was developed for the New York City schools to determine eligibility for English as a Second Language instruction in Category C exceptional students exempted from testing. Most students follow a curriculum of daily living skills, and many are nonverbal. The test was piloted with 163 students including severely, trainable, and profoundly mentally handicapped and autistic children. Meaningful responses, whether verbal or nonverbal, indicated English proficiency. Both English-speaking and bilingual samples were included in order to test the Language Proficiency Questionnaires ability to discriminate between the two groups. Results indicated that in most cases the form discriminated well between the bilingual and English-only groups. This difference was less clear with nonverbal students because of the difficulty in assessing language proficiency. It was, therefore, recommended that the form be modified for autistic and severely and profoundly mentally handicapped…
(1981). Grover Cleveland High School Basic Bilingual Program. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. This report describes, provides demographic data for, and evaluates the effectiveness of a bilingual program for Spanish and Italian speaking students in Grover Cleveland High School, Queens, New York. The program relies upon individualized instruction and aims to mainstream students into the regular pre-college curriculum within 2 years, if possible. Bilingual instruction is given in language skills, mathematics, and some social studies courses, while participating students attend regular courses in other subject areas. Also part of the program is a noninstructional component, including curriculum and staff development, provision of supportive services, parent participation, and a focus on students' affective domain. The data provided in this report demonstrate significant achievement gains among participating students, as well as the successful development of academic and extracurricular activities. (GC)… [PDF]
(1980). Comprehensive High School Bilingual Program. ESEA Title VII. Final Evaluation Report, 1979-80. This is an evaluation report of a Title VII Bilingual Program conducted at five New York City High Schools in 1979-80. The report contains a program description and information on the schools' demographic context and student characteristics. Instructional components of the program discussed include: (1) student placement, programming, and mainstreaming; (2) course offerings; (3) "a teaching reading through the arts" program; and (4) special instructional features. Areas of the non-instructional component covered include: (1) curriculum and materials development; (2) supportive services; (3) staffing and staff development; (4) parental and community involvement; and (5) affective domain. Tables show the performance of Spanish, Italian, and Chinese students on the Criterion Referenced English Syntax Test and on mathematics, science, social studies, native language arts, and content area achievement tests. Attendance figures are also given. (APM)… [PDF]
(1967). Administrator's In-Depth Seminars in Problems of Desegregation as They Relate to Large City Schools; Summaries of Seminar Discussions. A series of seminars for Los Angeles school superintendents was held in 1967 and was addressed by various experts. The purpose of the project was to seek possible solutions to problems of desegregated large-city schools. Summarized are the following discussion sessions: (1) Robert J. Havighurst, "The Integration Crisis"; (2) Julian Samora, "The Spanish Speaking People in the United States"; (3) Gordon Klopf, "Developing School Staffs"; (4) Ernesto Galarza, "Schools Faced with Multiplicity of Leadership"; and (5) James Farmer, "School Administration in the Negro Ghetto." (NH)… [PDF]
(1970). English for American Indians: A Newsletter of the Office of Education Programs, Bureau of Indian Affairs, United States Department of the Interior. This Bureau of Indian Affairs publication focuses on the problems of beginning reading in English. Ralph Robinett's \The Teaching of English Reading to American Indian Children\ discusses basic premises and approaches to reading for speakers of English as a second language or as a standard dialect. The \Information Exchange\ describes projects and reports primarily concerned with the Navajo–a reading study, a reading survey, a kindergarten program, and an orthography conference. Reviewed also are articles by Roger Shuy, William Labov, and Ronald Wardhaugh, and an anthology edited by A. C. Aarons, B. Y. Gordon, and W. A. Stewart. The subjects reviewed cover reading materials, problems, and instruction, and linguistic-cultural differences in American education. The \Materials\ section describes the Sullivan Programmed Readers, the Miami Linguistic Readers, the Alaskan Readers, and readers for Cherokee, Hopi, and Apache. See ED 026 629, ED 027 546, and ED 029 298 for the first three… [PDF]